Newbridge's Leveled Reading programs ensure
success in reading, writing, and comprehension and help move students toward independent reading. Research
demonstrates that when students have appropriately leveled books, their reading achievement—and
confidence—soars.

Content-Area Reading

Support content-area instruction with carefully leveled texts that cover essential content at the "just
right" reading level for your students. These engaging books are perfect for guided reading and
differentiated instruction.
More on guided reading and differentiated instruction ...

In a balanced literacy program, daily writing is as important as daily
reading. During the reading block, students read a range of texts, construct
meaning, and learn comprehension strategies. In a writing block, students
learn how to plan, direct, draft, revise, and share their work as writers.
Just as with guided reading lessons, writing lessons allow the teacher
to give explicit instruction in targeted skills and strategies.

Guided reading is an instructional approach which supports students
in developing strategies for independently reading increasingly challenging
texts with comprehension and fluency. It involves supporting a small group
of students thinking, talking, and reading purposefully through a new text
with guidance from the teacher. Each child has his or her own copy of the
book. Grouping is dynamic and includes students who are at a similar developmental level and share
needs and behaviors at a particular time.

The purpose of nonfiction guided reading is to ...

help children develop effective skills and strategies that they can use
flexibly and appropriately to comprehend what they read.

develop students' ability to process informational text.

fluently read and understand new sentence structures.

give teachers the ability to choose books at increasing levels of challenge
to support children and allow them to grow as readers.

challenge students to learn and apply new skills and strategies, through
ongoing observations and assessment.

Differentiated InstructionDifferentiated instruction is a teaching theory focused on instructional approaches that vary and
adapt in relation to individual diverse students in classrooms. This method advocates modifying
instruction to meet students' wide range of skills, knowledge, interests, and abilities. Education
professor Carol Ann Tomlinson identifies three areas for which differentiation is appropriate and useful:

Content refers to the subject matter under study. All students should be given access to the
same core content, but at adjusted degrees of complexity.

Process refers to the instructional approaches that children employ to learn content. These
approaches include reading texts, conducting hands-on activities, listening to teacher lectures, and
participating in class or small-group discussions.

Products include children's projects or reports that show what they have learned, as well as
extend the content beyond the classroom setting.

By necessity, all methods of successful differentiated instruction begin with the grouping of children
according to their level of accomplishment. Such groups should be flexible, meaning that children in an
advanced group for science lessons may be grouped in an on-level or low-level group for lessons in other
subject areas. Moreover, teachers can and should reassess and regroup children throughout the school year.